Enhancing Virtual Learning Team Performance: A Leadership Perspective

Enhancing Virtual Learning Team Performance: A Leadership Perspective

Charlie C. Chen (Appalachian State University, USA), Albert L. Harris (Appalachian State University, USA) and Jimpo Wu (Tamkang University, Taiwan)
Copyright: © 2010 |Pages: 14
DOI: 10.4018/978-1-60566-958-8.ch007

Abstract

Debate abounds over whether a virtual team is an effective substitute for traditional face-to-face team and can sustain itself. Drawing upon literature on leadership, trust, computer-mediated communication, and teams, the authors propose a theoretical model of online learning team effectiveness. A quasi-experiment was conducted to empirically test the impact of team trust, propensity to trust, leadership effectiveness, and communication frequency on the effectiveness of virtual learning teams and team satisfaction and performance. The results support the majority of the authors’ hypotheses. Trust serves as a mediating role in the relationship between leadership effectiveness and team satisfaction and team performance. Practical implications and future trends are discussed at the end of the chapter.
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Background

A virtual team is made of a group of people working independently and interdependently to achieve a common goal (Jarvenpaa and Leidner, 1999; Lipnack & Stamps, 2000). A virtual learning team could be composed of instructor, students, guest speakers, and assistants, all working together to improve the learning effectiveness for students, and teaching effectiveness for instructors.

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